Literacy: Reading, Writing and Children's Literature fifth edition is the most comprehensive text in English Education for pre-service teachers. It covers the whole literacy curriculum: reading, writing, speaking, listening and viewing and illustrates how pre-service teachers can use theory in their classrooms. This accessible text is rich with practical examples, classroom scenarios, and revision questions help readers to put theory into practice. Teaching examples highlight effective assessment practices and it demonstrates how to teach to a range of learning abilities from beginning through to accomplished.

Each print copy of Literacy: Reading, Writing and Children's Literature comes with a free obook - an integrated, online ebook with extra content and resources built in.

- The inclusion of end of chapter feature "take a test" functions as a way that pre-service teachers can test their own literacy knowledge with answers provided at the back of the book. - Links to the Australian curriculum and Early years learning framework - Children's literature section revised to be more student friendly with a focus on early years education

CONTENTS:

PART 1: READINGSection 1: What is Reading?1. A Balanced View of Reading What is reading?A balanced approach in the Australian Curriculum: EnglishResearch and the teaching of readingThe two compatible viewsThe balanced view of reading

2. Towards a Model of Reading Understanding readingThe contexts in which we readThe texts we readThe knowledge we need in order to readThe skills readers useReading digital textsThe basic strategies of readingPutting it all together for effective reading

4. Word Recognition: Phonics, Phonemes and Phonemic AwarenessRecognising wordsThe writing system of EnglishPhonemes and allophonesRegular features of English orthographyThe sound system of EnglishPhonemic awareness and phonological awarenessPhonics, a vital tool for word recognitionThe school literacy program

5. Comprehension: Meaning of TextThe quest for meaningKeeping things in perspectiveSkills and strategiesHow readers operateText and the locus of meaningSchools of literary criticism and meaningTeaching comprehension

6. The Reader and the TextDifferent types of textsConcepts about printConstructing meaning from textText and contextHow language and image interact in textGrading or levelling texts

Section 3: Planning and Teaching Reading7. Assessment in ReadingWhat is assessment?Purposes of assessmentAssessment in the school and classroomA teaching/learning cycleWhen to assess?Forms of reading assessmentOutcomes-based assessmentAuthentic assessmentReading checklists, reading profiles and cumulative assessment filesRunning recordsDiagnostic assessmentSelecting assessment strategiesAssessment and the Australian CurriculumAssessment at state and national levelsCan we improve our results in national and international assessments?

9. Learning to Read: The Child Before SchoolReading developmentLearning to readThe early literacy experienceThe role of the parent in early literacyEarly literacy in the communityIn the home, preschool classroom or library

10. Learning to Read: The Early School YearsThe emergent reader: An example with Shared ReadingThe developing reader: An example with Guided ReadingThe developing reader: An example with Independent ReadingMatching books to children

11. Learning to Read: The Primary School YearsThe middle primary yearsTeaching strategies for the middle primary yearsThe later primary yearsTeaching strategies for the later primary yearsReading roles in the primary yearsThe Literacy Session

12. Managing Literacy in the Classroom Planning and programmingResourcesGrouping studentsStudents with special learning needsThe Literacy Session

PART 2: WRITING 13. The Role of Writing Context of culture and context of situationAudience and purposeWhat is writing?The power of languageThe evolution of languageMultiliteraciesEnglish nowLiteracy and computers

14. The Importance of Writing in Our SocietyWhat makes writing important?Learning through writing Writing as a creative processDifferent styles of writing for different purposesOther common text-type structures

15. The Writing Developmental ContinuumOverview of the writing continuumLiteracy before schoolLiteracy at schoolCharacteristics of experimental/early writingThe developing writerThe proficient writer

PART 3: LITERATURE23. Literature, The Curriculum and 21st Century Literacy What is literature?Ideas of 'language', 'reading and 'text'Literature, language and storyChildren's literature and the literature continuumLanguage, literature and beingLiterature and digital literacy

24. Starting Out: Introducing the Book The literary toolkit: What you need to know when introducing booksGoals: Starting off on the artistic continuumThe importance of theoryThe pattern of narrative: The idea of the quest and the home-away-home story, and intertextualityPlace as part of identityYour students' journey

25. Early Childhood Literature and Engaged Play'Babies Need Books'Books as 'virtual space'An uninhibited multimodal continuum that mattersMaking it relevant for very young readers'Engaged play'

27. Children's Literature in an Australian Context Historical and geographic contextsRepresentations of Australia in early children's booksBooks for young adultsAustralian poetry for childrenAustralian picturebooksBooks as ways of seeing and knowing ourselves and othersEarly writings of Indigenous storiesIndigenous writing of Indigenous storiesStories of the Asia-Pacific

28. Fairy tales a Pervasive Paradigm Fairytales as the province of childrenChildren's literature and oral traditionsArchetypesThe birth of the fairytale in literatureCharacteristics of the fairytaleSanitising fairytalesInterpretations of fairytalesCharacteristics of contemporary retellings

29. Picture Books and Poetry Visual and verbal artVerbal and visual languages of picturebooksPicturebooks and poetic languageFormalism (and how it helps understandings of what poetry does)Summary of specific characteristics of picturebooksChildren's poetry